اثربخشی بسته آموزشی مبتنی بر مولفه‌های شناختی تفکر انتقادی، حل مسئله و فراشناخت بر خودکارآمدی و سرزندگی تحصیلی دانش‌آموزان

مقدمه: خودکارآمدی و سرزندگی تحصیلی نقش مهمی در مقابله با موقعیت ‌های چالش ‌برانگیز تحصیلی در محیط مدرسه دارند. هدف پژوهش حاضر بررسی اثربخشی بسته آموزشی مبتنی بر مولفه‌ های شناختی تفکر انتقادی، حل مسئله و فراشناخت بر خودکارآمدی و سرزندگی تحصیلی دانش‌ آموزان بود. روش کار: پژوهش حاضر نیمه آزمایشی با طرح پیش‌ آزمون و پس ‌آزمون، با گروه کنترل بود. جامعه آماری شامل کلیه دانش ‌آموزان دختر پایه اول دوره متوسطه دوم شهر زنجان در سال تحصیلی 99-1398 بوده ‌اند که از میان آنان 40 دانش ‌آموز به روش نمونه‌ گیری خوشه ‌ای چند مرحله ‌ای انتخاب شدند. ابزار پژوهش شامل مقیاس خودکارآمدی تحصیلی morganjinks و پرسشنامه سرزندگی تحصیلی دهقانی ‌زاده و حسین چاری و بسته روان‌شناختی تفکر انتقادی، حل مسئله و فراشناخت بود. فرم نهائی بسته آموزشی تدوین شده طی 17 جلسه 90 دقیقه ‌ای به صورت دو جلسه در هفته برای دانش‌ آموزان گروه آزمایش برگزار شد، اما برای گروه کنترل، آموزشی در نظر گرفته نشد. داده‌ها با استفاده از آزمون تحلیل کوواریانس در نرم‌ افزار spss24 مورد تجزیه و تحلیل قرار گرفتند.یافته‌ ها: نتایج تحلیل کوواریانس نشان داد که بسته آموزشی مولفه های شناختی تفکر انتقادی، حل مسئله و فراشناخت بر خودکارآمدی (p<0/05) و سرزندگی تحصیلی دانش آموزان تاثیر دارد (p<0/05). به طوری که، میانگین نمرات خودکارآمدی و سرزندگی تحصیلی گروه آزمایش نسبت به گروه کنترل به طور معناداری افزایش یافته است.نتیجه گیری: با توجه نتایج این پژوهش و تاثیر بسته آموزشی مولفه های شناختی بر خودکارآمدی و سرزندگی تحصیلی دانش آموزان، پیشنهاد می شود جهت افزایش این میزان دو متغیر مهم در دانش آموزان در مدارس دوره های آموزشی مولفه های شناختی علاوه بر دانش آموزان برای مشاوران مدارس و والدین در نظر گرفته شود.

The effectiveness of educational package based on cognitive components of critical thinking, problem-solving,and metacognition on students' self-efficacy and academic vitality

IntroductionToday, a significant part of the challenges of adolescence are academic challenges. Academic Vitality is one of the abilities and talents makingpeople adapt to threats, obstacles, difficulties, and pressures in the field of education. Also, one of the factors affecting students #39; capacity to deal with these challenges is academic selfefficacy. Academic selfefficacy and vitality play an essential role in coping with challenging academic situations in the school environment. Students who use metacognitive strategies, critical thinking, and problemsolving in their academic activities are more motivated to continue their education and achieve academic success and are likely to have higher academic vitality and selfefficacy. The studies indicate the educational package #39;s effectivenessbased on cognitive components on the educational variables. For example, Orujlu and Hemmati Maslak Pak showed in a study that critical thinking skills play a role in increasing students #39; academic selfefficacy. Also, Soltani Banavandi and Askarizadeh, in a study, implied the role of critical thinking skills in increasing students #39; academic vitality. In addition, Mehzoonzadeh Bushehri, in a study, showed that problemsolving skills by finding new ideas and solutions to the problem lead to increased vitality and academic selfefficacy in students. This study aimedto investigate the effectiveness of an educational package based on the cognitive components of critical thinking, problemsolving,and metacognition on students #39; selfefficacy and academic vitality.MethodsThe present study was a semiexperimental pretestposttest with the control group. The statistical population included all firstgradefemale students in the secondary school of Zanjan in the academic year of 20192020. Since in a quasiexperimental study, a sample size of at least 15 people in each group is recommended, in the present study, a sample of 40 people was selected to prevent a possible drop in subjects. The sampling method of the present study was a multistage cluster. Thus, from education districts one and two of Zanjan city, district one, from the mentioned district, one school, and the selected school four classes and 12 people from each class were randomly selected. Then, considering the criteria for entering the study, the subjects were randomly assigned to the experimental and control groups (20 people in each group). The criteria for entering the research included The firstgrade female students were in high school, had a low score of vitality and academic selfefficacy, a commitment to attend all treatment sessions, informed consent to participate in the research, knowledge about the research goals. Furthermore, exclusion criteria included severe neurological disorders or the presence of psychotic symptoms, previous participation in the program , the same intervention and absence of more than three sessions, Failure to do homework. After the random assignment of the subjects in the experimental group and the control group, psychological thinking, problemsolving, and metacognition psychological package were performed on the experimental group during 17 sessions of 90 minutes in two sessions per week, but no training was considered for the control group. Data were collected using Jenks and Morgan Academic SelfEfficacy Scale, the Dehghanizadeh and Hossein Chari Academic Vitality Questionnaire, and the Psychological Thinking, ProblemSolving, and Metacognition Psychological Package. Data were analyzed by covariance analysis and SPSS24 software.ResultsThe mean and standard deviation of the age of the subjects in the experimental and control groups were 15.52 ±1.08; 15.74 ±1.12, respectively. The results show that the mean SelfEfficacy and Academic Vitality scores before and after the intervention have been changed. In order to investigate the effectiveness of an educational package based on the cognitive components of critical thinking, problemsolving, and metacognition on students #39; selfefficacy and academic vitality, a multivariate analysis of covariance was used. First, the normality of data distribution was checked and confirmed using KolmogorovSmirnov statistical test (P<0.05). The homogeneity of variances distribution was checked and confirmed using Levin test academic selfefficacy (F=1.787, P=0.195) and academic vitality (F=1.05, P=0.314). Therefore, the assumptions of the statistical test of multivariate analysis of covariance are established, and this test can be used to analyze the data. The results of multivariate analysis of covariance (MANOVA) statistical tests in experimental and control groups show that these groups have a significant difference in at least one of the dependent variables (P<0.0001). The univariate analysis of covariance statistical test (ANOVA) was used to determine this difference. The results of univariate analysis of variance showed that the group had a significant effect on posttest scores of selfefficacy and academic vitality (P<0.0001). In other words, the rate of selfefficacy and academic vitality in people who participated in a training package based on an educational package based on the cognitive components of critical thinking, problemsolving, and metacognition increased significantly compared to the control group. According to Eta squares, 65 Percent and 56 Percent of the variance of selfefficacy and academic vitality is caused by a training package based on an educational package based on the cognitive components of critical thinking, problemsolving, and metacognition. ConclusionConsidering the results of this study and the effect of the educational package of cognitive components on students #39;selfefficacy and academic vitality, it is suggested that they be attracted to the curriculum by preparing curricula appropriate to students #39; cognitive and metacognitive requirements. It is suggested that due to the effect of this training in increasing students rsquo; selfefficacy and academic vitality, the results of research conducted in this field be used in practice in counseling centers and medical centers so that in these centers, workshops, and courses Educational Cognitive components should be considered for school counselors and parents. It is also recommended to modify traditional evaluation methods with a metacognitive approach in the school education system. Considering one of the limitations of this study, since the subjects of this study were limited to the firstgrade female students in thesecondary school of Zanjan, the generalization of the results to other groups should be made with caution. Also, only a questionnaire was used to measure the variables in the present study. Part of the results may be due to the subjects #39; sensitivity to the test questions, test performance, and set norms, so it is suggested that other data collection methods such as interviews be used in future research.Ethical Considerations Compliance with ethical guidelinesThe participants signed the informed consent form and had the right to leave the study during any process of conducting this research. This research meets guidelines for ethical conduct and report of research.Authors rsquo; contributions Conceptualization, validation, review and editing: Masoud Ghasemi; Research analysis, references, data processing: Masoud Hejazi; Writing and drafting an manuscript: Khalil Hosseinkhani. All authors reviewed and approved the final version of the manuscript.FundingThis research did not receive any specific grant from funding agencies in the public, commercial, or nonprofit sector.AcknowledgmentsThis research was extracted from the PhD dissertation of the first author, in the Department of Psychology, faculty of psychology, Tehran Branch, Islamic Azad University, Tehran, Iran. In the end, the authors are grateful to all participants conducting this research and those who contribute to the implementation of the research.Conflict of InterestThe authors declared no Conflict of Interest